1 TEACHERS‟ EXPERIENCES IN THE IMPLEMENTATION OF THE TECHNOLOGY EDUCATION CURRICULUM IN ONE SECONDARY SCHOOL IN THE ST. GEORGE EAST DISTRICT IN TRINIDAD EDRS 6900- Research Project Submitted in Partial Fulfilment of the Requirements for the Degree of Master in Education- Curriculum of University of the West Indies Eleanor Davis 2011 School of Education Faculty of Humanities and Education St. Augustine Campus
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TEACHERS‟ EXPERIENCES IN THE IMPLEMENTATION OF THE TECHNOLOGY
EDUCATION CURRICULUM IN ONE SECONDARY SCHOOL IN THE ST. GEORGE
EAST DISTRICT IN TRINIDAD
EDRS 6900- Research Project
Submitted in Partial Fulfilment of the Requirements for the Degree of
Master in Education- Curriculum
of
University of the West Indies
Eleanor Davis
2011
School of Education
Faculty of Humanities and Education
St. Augustine Campus
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ABSTRACT
This paper reports on the findings of a study of the experiences of teachers in the implementation
of technology education in Valley View High School. The study seeks to examine the facilitating
and inhibiting factors which teachers have experienced. The strategies used in coping with the
innovation were also included. A purposive sample of three teachers was selected to represent
the population which consisted of three main disciplines. The sources of data collection were
interviews, observations and document analysis. The data were analysed using the constant
comparative method. The findings reveal that the Ministry of Education represented by
curriculum officers facilitated the process. There were many challenges faced which primarily
focused on the disparity in the subject content knowledge, content purported by the two different
training bodies and management of limited resources. The need for appropriate timetabling,
creative coping strategies were unearthed in the study including the reallocation of limited space
to create a laboratory.
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Table of Contents
Chapter 1- Introduction
Background to the Study 1
An International Perspective of Technology Education Implementation 1
The Australian experience with Technology Education implementation 1
Technology education teachers transitioning experiences in New Zealand 3
Nigerian teachers‟ experiences during implementation of technology education 6
Caribbean countries focus on implementing technology education 6
Trinidad and Tobago embraces technology education 8
Statement of the Problem 10
Purpose of the study 11
Research Questions 11
Definitions of Key Terms 12
Significance of the Study 13
Chapter 2- Literature Review 14
Chapter 3 – Methodology 26
Justification for using The Qualitative paradigm 26
The Justification for a Case Study 28
Sample 29
Participants 31
Data Collecting Strategies 32
Data analysis 34
Ethical Considerations 36
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Trustworthiness of the research 37
Delimitations 38
Limitations 38
Chapter 4- Data Collection and Presentation of Findings 39
Chapter 5- Interpretation, discussion and recommendations 56
Recommendations 66
Conclusion 67
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Chapter 1- Introduction
Background to the Study
Technology Education is emerging as a program of study which is an essential part of the
general education of all students. It is aimed at developing problem solving and critical thinking
skills, to encourage the development and use of new technologies. Therefore, educating young
people for sustainable development has become increasingly important to most educators around
the world, this concept being an impetus for the introduction of Technology Education.
Technology Education plays a significant role in promoting and sustaining production and
consumption (Hamilton & Middleton, 2001). Technology Education has been introduced, in
several countries around the world, with each country experiencing varying facilitating and
inhibiting factors. In this study an international overview of teachers‟ experiences in Technology
Education implementation is valued.
An International Perspective of Technology Education Implementation
The Australian Experience with Technology Education Implementation
Australia‟s contribution to the development of technology education was recognised as
significant in 1989 when the Australian Education council agreed to a statement, known as the
“Hobart Declaration” which recognised eight national key learning areas which must form the
foundation of a child‟s schooling (Hamilton & Middleton, 2001).
Australia has been one of the forerunners in the implementation process providing a model for
many other countries to follow. Research indicates that during the implementation of technology
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education teachers were faced with many intrinsic and extrinsic challenges in Queensland,
Australia. Some of the challenges faced by these teachers were reviewed.
Challenges to Implementation in Australia
It was noted that the teachers‟ knowledge and understanding of the subject matter knowledge,
curricular knowledge and pedagogical content knowledge was limited (Stein et al; as cited in
Banks, 1996).
Also mentioned as challenges to implementation were limited teacher and student resources,
availability and management of timetabled time and finding suitable assessment strategies
(Finger & Houguet, 2007).
It must be noted however that there were factors affecting technology education implementation
in Australia.
Factors that Facilitated Implementation in Australia
The waning interest in Technology Education by students, though appearing to be a
negative factor proved to be a vital catalyst for change. The introduction of a new curriculum
was propelled by students‟ declining interest in the subject. A new curriculum which facilitated
the students‟ context was therefore an impetus for teachers to implement with improved attitudes
to this innovation.
Another driving force for implementation was the positive impact that countries overseas
had on teachers in Australia. New Zealand had recently moved in another direction to implement
a new curriculum, this country in particular impacted neighbouring Australia‟s teachers
positively as they responded to their own change process.
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The overall supportive school environment or climate was another facilitating factor
which encouraged the implementation of Technology Education in Australia .The internal school
political milieu appeared to have supported teachers in implementation. The individuals
contributing to this environment were the principal, head of department, technology staff, school
council and parents. Teachers felt a freedom to embrace change because of this supportive
administration.
Teachers in Technology Education who were a part of the change process found that
engaging in a practice of personal reflection and development changed their beliefs. It was
initiated by career dissatisfaction, influence of peers or mentors, further study and spiritual
enlightenment. Teachers‟ personal renewal resulted in the development of new beliefs
knowledge and skills in Technology Education.
In addition to personal renewal, other personal characteristics of teachers dictated the
response of the participants when impacted by other factors. One characteristic is the teacher‟s
leadership style. The style adopted impacted the success of the implementation process (Barnes,
2005).
Technology Education Teachers Transitioning Experiences in New Zealand
New Zealand is one country whose emphasis in technology has impacted the schools‟
curriculum through the teaching of Technology Education. The major advances in technology
have created dramatic changes in emphases adopted by many economies e.g. New Zealand.
“New Zealand has, of necessity, moved away from its dependence on dairy, meat and wool
exports, as the new industries of forestry, horticulture, fishing, manufacturing and tourism have
become more significant (Department of Statistics, 1999). These changes, together with the huge
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advances in the associated technology, have created dramatic changes to our economy, and
consequently, the fabric of New Zealand society” (Reid, 2000). As New Zealand made strides to
produce a more technologically literate society many challenges with the implementation of
Technology Education in schools emerged.
Challenges to Implementation in New Zealand
Some challenges and risks to implementation of technology education in New Zealand included
the overall perception of Technology Education.
There was a general lack of understanding and consequent undervaluing of Technology
education. A commonly held view is that “technical education should be seen as a vocational
rather than academic subject or as a subject entirely concerned with skills rather than
knowledge” (IPENZ, 2001).
This restricted view of Technology Education also was evident as some viewed technology as
ICT alone and that use of computers as an educational tool is technology education. These views
held by members of the community and some school principals resulted in barriers to successful
implementation.
The challenges continued as other new innovations were introduced and took precedence
over Technology Education. There was a shift to other new curriculum areas. While the Ministry
continued some support, many schools had shifted focus to other issues and thus neglected
technology education.
Inhibiting factors included the need for further development of teachers to assist them in
the transition from past practices to those which are more consistent with the curriculum. This
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challenge when not addressed resulted in some teachers adopting a negative attitude, resisting the
implementation of technology education (Reid, 2000).
The lack of understanding of progression pathways to tertiary education and careers has
been identified as a barrier to implementation. The achievement of the prescribed standards in
technology to provide students with the necessary competencies was also a challenge.
There were also factors that led to easier introduction of Technology Education as an
innovation.
Factors that Facilitated Implementation in New Zealand
New Zealand‟s technology curriculum is regarded as leading-edge. New Zealanders have
made direct inputs into the development of curricula in USA, Hong Kong, South Africa, Finland,
and Chile. Features of the New Zealand Technology curriculum which have drawn particular
attention are: - the broad concept of „technological literacy‟, the coherent nature of the
curriculum, which gives explicit recognition to technological knowledge and practice and to
societal elements rather than focussing more narrowly on „design and make‟ and technical skills
and the inclusion of technologies with particular reference to Bio Technologies.
Available resources have been provided through small grants from voluntary organisations (The
Institution of Professional Engineers New Zealand, 2001).
Nigerian Teachers’ Experiences during Implementation of Technology Education
Nigeria a developing country also experienced challenges with their introductory Technology
curriculum. Olaniyan & Ojo (2008) have documented the challenges teachers faced in the
implementation of the Introductory Technology Curriculum in Nigerian Junior Secondary
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Schools. They identified key areas of concern to teachers. One of these challenges is the lack of
or non-availability of functional workshops. The lack of resources including instructional
materials, textbooks and training manuals are other challenges experienced by one third world or
developing country Nigeria.
Caribbean Countries focus on Implementing Technology Education
CARICOM, made up of many third world nations, regards technology education as essential for
developing countries, as it will facilitate growth in the economic and social sectors helping to
address under employment and unemployment and reduce dependence on foreign imports. Gift
et al. (1999) developed a Curriculum Guide for Technology Education for Primary and
Secondary Schools in the CARICOM .They were commissioned to do so by the CARICOM
secretariat which was prompted by the CARICOM Heads of government in 2002. They
conducted a series of training workshops in the Caribbean. This was funded by the
Commonwealth Secretariat. The workshops were devoted to inducting education personnel from
all of the CARICOM into developing and implementing curricula in technology education. The
school levels targeted were primary and lower Secondary students (Gift & Subran, 2002).
The Reasons for Introducing Technology Education in the Caribbean
Leaders in the Caribbean being visionary as they charted the course of their own
countries realised that teaching technology education in schools would encourage the growth of
their economies based on the application of knowledge. It was hoped that Caribbean countries
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would produce firms that are more competitive in the global economy, since technology has
become driving force behind economic transformation. This technological thrust would prepare
the citizenry to cope with future career changes as well as sensitizing individuals about the
harmful effects of some technological advances (Gift & Subran, 2002).
In the workshop on piloting Technology Education Curriculum, the facilitators also highlighted
some possible concerns which could arise during implementation.
Challenges faced by CARICOM Countries
Some implementers, namely teachers may experience a lack of clarity or false clarity about the
features of this innovation. Many may assume a very conservative approach desiring to just
maintain the status quo desiring no drastic transformational change. The dynamic nature of the
classroom situation may cause teachers to be overwhelmed with the huge range of
responsibilities they must fulfil on a daily basis, in addition to implementing a new innovation,
technology education. This may lead to isolation and feelings of hopelessness in addressing
circumstances beyond the teacher‟s control.
Facilitating Factors Envisaged by CARICOM Countries
There are some elements in the intended implementation process which may assist the teacher.
Thorough, effective communication between curriculum designers and implementers is one of
them. Teachers will also have a relative advantage because they will receive training and
professional development with no expense incurred to them. (Gift & Subran, 2002) .Given the
importance of technology and despite possible barriers some Caribbean islands proceeded with
the introduction of Technology Education
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Trinidad and Tobago embraces Technology Education
Trinidad and Tobago as a CARICOM country convinced of the importance of teaching
technology education in schools and sought to implement it, as early as 2001. The National
report on the Development of Education in Trinidad and Tobago (2004) stated that education in
general should equip the learner with the necessary skills and competencies to function
effectively in the social and employment arenas.
Technical and Vocational Education contributes by providing opportunities to develop
technological competencies, skills related to specific occupations. In 2001 the general council of
UNESCO resolved that all children up to the age of 16 should be given the opportunity of
accessing a quality education of which technical vocational education is pivotal.
The Ministry of Education, realising the merits of technical /vocational education in
preparing young people for the world of work, introduced Technology Education as a core
subject in the transformed secondary school curriculum, which was developed under the SEMP.
The Ministry of Education, as part of this modernisation and expansion of the education system
in Trinidad and Tobago and in recognition of the rapid changes in technology that characterise
the information age, has decided to introduce technology education into the national secondary
school curriculum. Technology Education is one of the central elements in the modernised core
curriculum (SEMP Secondary School Curriculum, 2008).
“The Technology Education subject encompasses the basic principles, content, skills and
attitudes afforded by the study of several technical areas including Information technology,
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Agricultural Science, Home Economics, Industrial Arts and Business Studies” (National report
on the Development of education in Trinidad and Tobago August, 2004).
This report went on to state that exposure to technology education at the Form one to three level
will prepare students to choose from as many as fourteen related subjects offered at the CSEC
level.
The Ministry of Education embarked on a number of strategies to aid in the
implementation process, one of which was the professional development of teachers. The
training began in 2003 up to four cohorts were trained subsequently totalling one hundred and
twenty teachers who received a diploma in technology education. Many of these teachers have
not been able to register students from their schools for the NCSE examination.
Technology Education was first introduced into the curriculum in 2001, to replace three subjects,
Industrial Arts, Home Economics and Agricultural Science, at the lower secondary level.
Subsequently, the areas of Business and Information Technology were included under the banner
of Technology Education thereby catering for all schools including denominational and
government schools.
As a result of consultations with key stakeholders including experienced teachers, the
previous curriculum framework was discarded and a new curriculum guide was produced with
different components and subcomponents with more culturally appropriate activities and an
overall reduction of the content by 50%. Another concern raised about the content knowledge
resulted in the Course Outlines being removed and replaced with Challenges and Specific
learning Outcomes (SEMP Secondary School Curriculum, 2008)
In February, 2009 a memorandum was sent to all secondary schools stating that the NCSE
examination for Form three students would be in area of Technology Education and not
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Agricultural Science, Home Economics or I. A. It further stated that all schools would be
required to register for the examination.
In June 2010, 4125 sat the examination, 61 out of 144 secondary schools participated in the
NCSE examinations (Report on NCSE examination results, 2010). This indicates a low level of
implementation of the Technology Education Curriculum.
Statement of the Problem
The vision for technology education outlined in the curriculum guide states that
“Technology Education for Trinidad and Tobago will help to develop students who are
technologically literate, creative and innovative and be able to use technology to communicate
effectively” (SEMP Secondary School Curriculum – Technology Education , 2008).
However based on the discussions at workshops and NCSE standardisation meetings, as
well as informal discussions with curriculum officers, and the evidence that many students are
not writing the NCSE examinations in this subject, it appears that teachers are hesitant to
implement Technology Education. This warrants some investigation as to whether teachers‟
experiences show fidelity to this vision. The reality is there has been little research on teachers‟
experiences during implementation of the Technology Education in Trinidad and Tobago.
Purpose of the study
The purpose of this study is to gain insight into the experiences of three teachers (enquiry
into these experiences will focus on the barriers and facilitating factors they are
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experiencing) in the implementation of Technology Education in one secondary school in
Trinidad.
In this study I will seek to unearth strategies utilised in overcoming challenges
experienced during the implementation process.
Research Questions
Over arching question:
What are teachers‟ experiences of the implementation of technology education at Valley View
Secondary School in the St. George East District in Trinidad?
Sub- questions
1. What factors, experienced by teachers, facilitated the implementation of technology
education in this school?
2. What factors, experienced by teachers, inhibited the implementation of technology
education in this school?
3. How have teachers‟ experiences with the implementation of Technology Education
informed their pedagogical strategies in the classroom?
Definitions of Key Terms
The introduction of Technology Education to the schools‟ curricula is relatively new as
compared to other disciplines .It is therefore imperative that it be defined to engender clarity and
reduce confusion.
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Technology
The definition of technology which is widely accepted is "The know-how and creative processes
that may assist people to utilise tools, resources and systems to solve problems and to enhance
their control over the natural and manmade environment in an endeavour to improve the human
condition" (UNESCO, 1985).
Technology Education
“Technology education is a comprehensive, experience based, educational program for students
to know about, do and value technology” (Wright et al., 1993).
“Technology Education is being concerned with identification of the needs of people and
endeavours to satisfy those needs by application of science and the use of material resources and
energy. It is concerned with solving problems. There are no right or wrong answers, only good or
bad solutions to problems” (Cross and McCormick, 1986).
Curriculum Implementation
Curriculum implementation can be considered to be the process of enacting the planned
curriculum (Marsh & Willis, 2007).
Innovation
An innovation is an idea, practices, or object that is perceived as new by an individual or other
unit of adoption (Rogers, 1995).
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Significance of the Study
The study is significant in that it would assist stakeholders in understanding facilitating
factors and help them to address inhibiting factors to implementation.
The information gained including coping strategies can be used to inform school practices
and policies related to implementation of future innovations in this context. It could assist
change facilitators in effectively planning for further profession development training. It
would contribute to the existing body of literature in this field.
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Chapter 2- Literature Review
There are changing patterns in the social, political and economic organisation of human
activity that transform our cultural practices and alter our vision for ourselves and for society.
The rationale for changing curricular is deemed necessary when existing content, methods and
structures of the school education do not seem to be responding to new social demands resulting
from cultural, political, economic and technological changes that inform new visions (Tawil,
2003).
Philosophical and Theoretical Perspectives on Curriculum Implementation
The implementation of Technology Education can be considered to be an
innovation for which the implementation in secondary schools would have been impacted
upon by the change process. Fullan (2002)conceptualizes curriculum implementation as
entailing three possible types of objective change, that of change in materials, change in practice
and change in values and or beliefs.
The understanding of change theory is paramount to understanding the adoption and
implementation process of any innovation, but in this case technology education.
In Australia, the implementation of Technology education into secondary schools
has major implications for teachers, students and school administration. These
implications include changes in the philosophy underpinning the subject, as well as the
teaching and assessment strategies used. An „ideal‟ technology education program would
be one that highlights the socio-cultural aspects of technology. It should develop problem
solving skills and abilities to integrate systems of technology with group based activities
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to foster development of communication skills. It should form part of general education of
all students at all levels and it should have a cross-curricula potential (Hamilton &
Middleton, 2001).
They also found that implementation in technology education is enhanced by,
teachers having access to and participating in a high quality in-service training. It is
facilitated by appropriate facilities and equipment, support from the school‟s
administration, an adequate budget for continual improvements to the facilities and
equipment purchases. In Australia it was found that actively marketing and promoting the
subject to all stakeholders assisted with successful implementation. They also reported
that the involvement or participation of teachers in the development of the curriculum the
more likely it was to be adopted.
The history of Educational reform and innovation is sated with ideas and policies that fail
to get implemented or that may be successful in one context but not another. Fullan (2002)
identified the missing ingredient as a lack of understanding and insight about the change process
and the drivers that make for successful change in practice. . Teachers‟ experiences, particularly
the challenges faced in the implementation of a new innovation may be influenced by their lack
of knowledge of the change process (Fullan, 2002).
Curriculum implementation demonstrative of the change process
Hall & Hord (2001) states “Change is a process, not an event. In other words, change is
not accomplished by having a one-time announcement by an executive leader, a two- day
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training workshop for teachers in the August.” They continued, “Change is a process
through which people and organisations move as they gradually come to understand and
become skilled and competent in the use of new ways.”
The discourse also highlighted differences between what is entailed in
development and what is in implementation of an innovation. “Development entails all of
the activity related to creating an innovation, while implementation addresses establishing
the use of the innovation in adopting.”
Teachers need to be cognizant of the fact that an organisation does not change until
the individuals within it change. There is an individual aspect to organisational change.
Individuals exposed to an innovation may implement at different rates. Rogers spoke of
early adopters and laggard the slowest set of individuals to participate. Leaders need to
anticipate and facilitate the individual aspect of change.
The nature of the innovation i.e. it comes in different sizes, is a crucial change
principle. Most individuals focus on what is to be changed without considerations to the
time, resources and effort required to implement the innovation. It should be considered
that in many instances one innovation may require several smaller innovations to be
included in the process.
Interventions are the actions and events that are keys to the success of the change
process. The focus is usually on the innovation but there are many events e.g. training
workshops which are deemed necessary, these are called interventions. One legged
interviews are also a possible type of intervention as a principal and teacher may speak on
the corridors for a few minutes.
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There will be no change in outcomes until new practices are implemented. In some
schools the pressure is placed on the teacher s to improve examination results to ensure no
child is left behind and the support structures are not in place to effect the change and the
associated results. If the support structure then takes years to be introduced then the
effectual change will also be delayed.
Administrative leadership is essential to long-term change success. Many teachers
are advocates of the fact that for change to be effective it must start from the “bottom up”
and that the implementers are the ones who are „on the ground‟, who know best about the
needed practices and products. However many a research has shown that if administrators
in a school are not “sold on the innovation” it won‟t have any lasting effect.
One type of intervention utilised in implementation is strategy and one type of
strategy is giving a mandate. Mandates have been continuously criticised because of the
autocratic, top down approach, but they can work. Mandates have been given a bad name
because they have been issued in isolation. For these to truly have a beneficial impact they
should be reinforced through follow up with effective and open communication, through
continuous training and sufficient time for the implementation to work.
Even though the dynamics of the individual is an important factor in the change process,
the pivotal entity for making change successful is the school. The staff and administration at the
school are the ones who ensure that an innovation is successful or whose lack of support results
in its failure. The school is part of a community and an education system. The school must move
in tandem with external bodies to receive the resources and all necessary support for the proper
functioning of the organisation.
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Central to successful implementation is the team effort required by all in the policy to
practice continuum. The nature of the role played by each individual or each group of individuals
has a great influence on the dynamics at the site of implementation. The Minister of Education,
the chief education officer the director of curriculum development as well as colleagues in the
school all have a crucial role to play in implementation of any innovation.
The school context is also a crucial part of the change process. The physical structure,
the available resources and space, as well as the attitudes, belief and values of the individuals,
i.e. the people factors are key in forming a supportive environment.
One of the major aspects of change has to do with reducing resistance to change. The
first stage is to ascertain the reason for the apparent resistance. It may be the fact that individuals
were in their comfort zone and now they have been asked to stop doing what they knew best.
Resistance to change may be linked to the concerns individuals have about whether the change is
really an improvement on what was there before. The other reason may be it is just painful,
which is a natural part of the process (Hall & Hord, 2006).
As one focuses on the school context impacting the change process, especially people‟s
attitudes, beliefs and values the concerns based adoption model demarks several stages an
individual may experience during the implementation of an innovation.
Hall and Hord’s (2001) Concerns-Based Adoption Model (CBAM)
The model has seven stages of concern that an individual moves through sequentially in the
process of adopting and implementing an innovation. These stages have major implications for
successful implementation. The concerns model identifies and provides ways to assess seven
stages of concern. They point out the importance of paying attention to where individuals are and
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addressing the questions in a timely manner. This is of importance to the study as one tries to
address teachers‟ experiences which will include their concerns. Often, we attempt to deal with
the pedagogical practices before addressing self-concerns. This model indicates that teachers
should be comfortable with the materials and strategies before teaching students. The kinds and
content of professional- development opportunities can be informed by ongoing monitoring of
the concerns of teachers. This model suggests the importance of paying attention to
implementation for several years, because it takes at least three years for early concerns to be
resolved and later ones to emerge.
Teachers self concerns have to be addressed, management concerns as well and new strategies to
teaching, require practise, all of these need adequate time to be addressed.
Considering, the demands on teachers, once teachers have developed a routine it is
difficult to initiate change, as well as stimulating interest and concern about specific student
learning outcomes. We also know that everyone has concerns-for example, administrators,
parents, policy makers, professional developers-and that acknowledging these concerns and
addressing them are critical to progress in a reform effort
The nature of teachers concerns can be considered as barriers to implementation of the
Technology Education curriculum if they are not addressed, hence the appropriateness of this
theoretical framework for the study.
The initial stage of concern is awareness where teachers demonstrate little or no interest
in the innovation. The first stage is Informational where teachers show an interest and would like
to know more about the innovation. The personal stage where the question is asked “How will
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this affect me?” is the second stage. Then the management stage where the concern exists about
the teacher spending a lot of time getting material ready and the consequence of the introduction
of the innovation leads the individual to ask “how is my use affecting learners and how can the
impact be refined? The need to collaborate and integrate what the user is doing, with what others
are involved in makes one realise the next stage of concern. The last stage is refocusing as the
teacher generates ideas that can work even better, than the ones currently employed.
Levels of Use of the Innovation: Typical Behaviours
The Levels of Use of an innovation could also be used to evaluate the degree to which
teachers have implemented the Technology Education curriculum. It could also provide valuable
information which may lead to possible facilitators and barriers.
It could be divided into two categories the levels of non-use and use. Non use included
orientation as well where the implementer stage is taking the initiative to learn more of the
innovation but still has not used the innovation. The third level is mechanical where the focus is
short term and designed to meet the needs of the user not the client. The use of the innovation is
disjointed and superficial at this level. The next level is where there is a routine use of the
innovation it is stabilized and few changes are being made and little attention is being given to
improving the use or the consequences. The refinement level is where the user varies the use of
the innovation to increase the impact on clients. Integration occurs when the user combines his
efforts with those of colleagues to have a greater impact on the students. The highest level of use
occurs at the level of renewal where the user evaluates and seeks to make major modifications to
the innovation to increase the impact on students the user explores new goals for him and for the
system.
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It is therefore important to examine what exactly is the innovation which is being implemented.
Subject Philosophy
Technology Education is informed by two main philosophical streams in education
experimentalism and existentialism. These streams suggest that each individual has two critical
areas of responsibility to self and to the society.
Student‟s experiences of an ever changing real world of problems are to be discovered and
solved. Technology Education is therefore a process curriculum aimed at developing techniques
and skills and promoting positive behavioural change, rather than a product curriculum that is
attempting to achieve coverage of a circumscribed set of facts and concepts (Tech Ed.
Curriculum guide, 2008).
Vision for Technology Education
Technology Education for Trinidad and Tobago will help to develop students who are
technologically literate, creative and innovative and able to use technology to communicate
effectively. Students will function as competent productive citizens responsive to the demands of
a technologically changing society.
Rationale for teaching Technology education
Success in the 21st century global village will demand skills and attitudes towards
technology that must be encouraged, supported and facilitated through various components of
formal education. Technology Education is critical to this process (Tech Ed. Curriculum guide,
2008).
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It has intrinsic value; it has educational relevance as it fosters the development of problem
solving and critical thinking skills in the context of real world problems. Authentic learning
opportunities can be sought.
It affords for the integration of the curriculum across disciplines (Technology Education the
curriculum Perspective 1998).
Goals and Purpose of Technology Education
In view of the nature of Technology and the Trinidad and Tobago context, program of
Technology Education should aim to produce citizens who possess technological literacy,
awareness and capability, through a knowledge and understanding of technology history
principles, processes, methods, material, tools etc. (Report of the committee on Technological
Studies appointed by the minister of education, 1993).It was envisaged by the early pioneers of
Tech Ed in this country that students would develop the ability to use design, research and
problem solve for the use and creation of technology to satisfy human wants and needs and
extend human capabilities. It was hoped that an appreciation of the impact and consequences of
technology on the individual, community as well as the environment and sensitivity to values
would be an integral part of the development of students.
Technology education was to be integrated with other disciplines e.g. mathematics, numeracy
skills, measurement skills and graphical skills. Students after being exposed to the curriculum
were to develop the ability to create and exercise rigour, imaginative insight and the ability to
critically assess and participate in a rapidly changing world.
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Pedagogical Strategies used in the Technology Education Classroom
According to Williams & Williams (1996) several basic features of pedagogical strategies need
to be observed in teaching Technology Education.
Students need to be encouraged to use self regulation through a concerted effort and
particular attention paid by the teacher. Teachers need to be making explicitly clear the
appropriate way of thinking students need to use which in most cases is not verbalised by the
teacher e.g. “asking the class what to do next” is a strategy that will cause them to evaluate, a
good solution , one that needs be abandoned, one that needs to be explored etc. These decisions
are normally made by the teacher but it is an important aspect of teaching students problem
solving.
Another pedagogical approach is for teachers to be aware of the possible ritualistic nature
of using an algorithm to represent the design process. Students may carry out the steps in the
tasks with little or no reflection on the steps especially since the steps are the same for each
activity. Students pay little or no attention to order in which the steps are carried out and as well
as he specific nature of the steps. Teacher should have a variety of ways of approaching the task
which involve a considerable amount of designing and making i.e. problem solving and if
general steps are used students must be allowed to reflect on these steps.
Teachers must utilise strategies that support problem solving, whether they focus on the
general problem solving, global problem or emergent problem. If the teacher uses the design
process, the teacher may apply variation in the way tasks are explored. They may start a design
and make activity at different points e.g. start with the solution and determine whether or not it
solves the problem.
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There are many specific strategies which may be used by teachers in the teaching of Technology
Education.
Problem solving activities need to be collaborative i.e. they require joint outcomes. Sometimes
problem solving activities could be supported by other strategies. A contrast can be made
between capability tasks i.e. design and make tasks and a resource task that provides the specific
design skills, practical skills or conceptual knowledge needed to carry out the capability task.
Group work is a strategy that underlies many other strategies; it may be considered a
learning strategy to develop conceptual understanding and procedural knowledge. Technological
activity is by nature a collaborative process. Students should be allowed to adopt various roles
e.g. group leader etc. They should develop strategies for agreeing on decisions, voting, consensus
building, and giving decision making power to an individual. Students can be taught how to
record and share information, through note taking, meetings, reports and drawings in groups and
how to form groups by equitable distribution of the various strengths. Students should be graded
on their participation in the group rather than the overall product of the group.
Practical investigation which may include for example the choice of materials to make
the project or to evaluate the performance of a model, or the testing of operations of the finished
product is another strategy, seldom found in Technology Education classroom.
Discussions which are deliberately structured by the teacher are strategies which may be
used in the classroom. These should start with a clear stimulus from the teacher, topics headings
and should be organised in group. Clear guidelines of what is to be achieved.
The use of role play, games and simulations can be used by the innovative teacher. These
can be used to add authenticity to the challenges posed to students. They can be used to introduce
activities and topics that are not covered by design and make tasks.
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For more mature students where the motivation comes from a need to know basis
associated with design and making independent study can be utilised. The use of homework
assignments for supporting elements of the project may also be valuable.
Since Technology education is a new discipline there has been no research conducted
specifically on the implementation process. Therefore this study will add to the body of
knowledge on this topic available in the Trinidad and Tobago context.
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Chapter 3 - Methodology
Introduction
A research methodology or design is essentially the logic that links the data to be collected and
the conclusions to be drawn to the initial research questions (Yin 2007, p.34). This research used
the qualitative approach in the tradition of a case study.
Justification for using The Qualitative paradigm
A qualitative approach to this study is appropriate because of the nature of my research
questions. These seek to understand what is going on in the natural school setting as it
relates to Technology Education implementation. In this study the researcher sought to
investigate and derive meaning from what already exists, rather than look for comparison
of groups and cause and effect relationships etc. which typify a quantitative paradigm.
The overarching research question which directed the study was:
What are teachers‟ experiences of the implementation of Technology Education at Valley View
Secondary school in the St. George east district in Trinidad? The sub questions which focused
the study were as follows:
1. What are the factors experienced by teachers that facilitated the implementation of
technology education in this school?
2. What are the factors experienced by teachers that inhibited the implementation of
technology education in this school?
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3. How have teachers‟ experiences with the implementation of Technology Education
informed their pedagogical strategies in the classroom?
Qualitative research is an inquiry process of understanding based on distinct
methodological traditions of inquiry that explore a social or human problem. As the
researcher I attempted to build a complex, holistic picture, analyse words, report detailed
views of informants, and conducted the study in a natural setting (Creswell, J. 1998).
Qualitative researchers are interested in understanding the meaning people have
constructed that is how they make sense of their world and the experiences they have in
the world (Merriam, 1998 p. 6).
This qualitative study focused on process, meaning and understanding; through
teacher‟s experiences. The product of this qualitative study was richly descriptive. Words
have been used to convey information about the phenomenon.
In my study I sought to achieve a deeper understanding of teachers‟ experiences as they
implemented the technology education curriculum. To understand this I collected
information from the selected teachers on the facilitators and barriers they faced and some
strategies employed to enable successful implementation at this school.
The experiences varied from teacher to teacher and are valid only in this specific context,
the school under inquiry. The qualitative approach was suitable because it focused on the
individual‟s subjective response, as applied to generalised objective reality, and allowed
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me to explore individual experiences in some depth, to produce rich thick data. Research
states that one should “use a qualitative study because of the need to present a detailed
view of the topic” Creswell (1997).
As the researcher, I was the primary source of data collection and analysis. This allowed me to
be responsive to the context so that techniques e. g. interview questions could have been adapted
to receive greater depth of information. One was able to process data immediately to clarify as
the study progressed (Guba & Lincoln as cited in Merriam 1998).
This methodology was deemed appropriate for this study as it provided detailed descriptions and
analysis of a bounded system, for the investigation into teacher‟s experiences of the
implementation of technology education in Valley View Secondary school. In addition, the
qualitative paradigm allows me to contextualise the experiences by being located in one
specific setting. Individuals were observed in their natural setting the school.
The Justification for a Case Study
According to Merriam (1998), A case study is an empirical enquiry that investigates a
contemporary phenomenon in this study the phenomenon is implementation of technology
education, viewed as an innovation. It was conducted with depth and within a real life context as
classroom observations were one source of data collection. The boundaries between the
phenomenon and context are not clearly evident as the context may include many other variables
which are not under investigation in this study.
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The case study inquiry encompasses the logic of design, data collection techniques and
specific approaches to data analysis. It is not just limited to a data collection strategy or a design
feature alone but is an all encompassing approach.
As a researcher, one sought to uncover the interaction of significant factors of the
implementation process. There are many variables being intrinsically woven into the school‟s
context that they are inseparable, hence, the suitability of the study to a case study form of
inquiry. “Case study is a design particularly suited to situations in which it is impossible to
separate the phenomenon‟s variables” (Yin as cited in Merriam, 1998).
Merriam purports that “the focus of research in a case study is on one unit of analysis.
There may be numerous events, participants, or phases of a process subsumed under the unit”
(Merriam, 1988). In this study the case or unit of analysis is Valley View secondary schools, a
government co-educational school which was de-shifted five years prior to the period of
research. It is within this unit that a sample of teachers was selected.
Sample
The study focused on a de-shifted government secondary school. It was established
in 1975 as a Junior Secondary School. It was de-shifted thirty years later in September
2005. Initially, the curriculum included Mathematics, English Language, Social studies,